For this report, I observed children in the “kids zone” of my church. It's a beautiful Sunday morning, just after the parents dropped the kids off for check-in. The class had about fifteen children, of different races and ages. The majority of children were around 8 years old. This is a brief report on Subject A mixed with adults and other individuals in the setting. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay Subject A starts playing at the table in the corner and pretends to be Hulk and calls himself "Hulk smash." Subject A appears to be searching for something and takes a Hulk costume out of his backpack and puts the costume on backwards, then looks under his arms. I interrupt subject A and ask him what he is looking for. He doesn't respond; he finds the big checkerboard pieces in the corner and stacks them up so he can pretend to be the Hulk and knock them over. After he finishes playing with them, he then takes the pawn pieces and puts them back in the right place. Subject A will then draw on the board with another child and one of the teachers. He saw the teacher teaching subject B how to draw a star on the board. Subject A then becomes agitated due to his inability to draw the star correctly. He then asks the teacher to show him how to draw it, she tells him starting from the bottom to the top. Then go back down to form a triangle. Once you have the triangle, draw a line up, then up, and finally down. He then sits on the floor with his legs crossed, wiggles his butt and practices drawing stars exactly as the teacher told him even repeating the instructions the teacher gave him. Subject A then jumps with excitement when he finally draws the star correctly and goes to show it to the teacher and lights up with joy when she recognizes his work. Subject A begins playing with three other children who throw a large die around the room trying to hit each other with the die. After being scolded by one of the teachers for throwing dice, Subject A sighs and throws the dice on the floor forcefully, after throwing the dice he crosses his arms and frowns with his eyes towards the ground. Out of the corner of his eye, he looks around and slowly looks up, he notices me looking at him. He starts to smile, takes the dice from the floor and apologizes to the teacher. He now looks up at Subject B who is heading towards the constructive zone and walks after him. As he walks towards the construction zone with his hands swinging from left to right, he sits on his knees and grabs a toy car with his left hand and says "look, I have a blue car, what kind of color do you have?” Subject B responds by saying: “My car is purple; I have this one at home” and Subject A nods his head up and down. Subject A suddenly jumps up and runs towards the quiet area and starts spinning three times with his hands swinging up and down, he falls to his knees laughing and says, "wow, I'm dizzy." He jumps with his hands in the air and continues to spin around. He catches his breath and places his hands on his head while trying to sit on the ground and says "woo woo." He moves his head several times, but this time in slow motion, with his eyes closed. After a full two minutes, he gets up and chooses another activity at the table. Subject A now moves to the math table which contains number blocks. Subject A begins to build a pyramid with the number blocks when Subject B arrives and asks for help. Subject A then removes the seat so Subject B can sit down and they both start playing with thenumbered blocks. Subject A gets bored and puts both legs on the table, he then places both hands on the sides of the chair and begins to rock in the chair. Subject A was included as a socially active child in this surveillance situation. Social, personal and emotional development can be identified by observing behavior, responses and interaction with other children in the environment. I would describe Subject A as going through various stages of developmental encounters and learning twists and turns. In my observation, Jean Piaget suggests four types of stages of cognitive development that would specifically focus on the preoperative stage. In this stage, Piaget talks about children in this age group who can analyze figuratively. In the first observation area at the table in the corner, when Subject A is playing checkers in the Hulk uniform. Subject A seems to show a general awareness of the nature of construction and its link to destruction as well as his interest in drawing. This would symbolize that he might have an interest in working in a construction field. This kind of imaginative play could perhaps influence their craft as they grow up. The next viewing area was the blackboard; In this area, subject A faces his first interaction with subject B who in this case seems to be more advanced, he tries to correct and teach subject A the correct way to draw the star through active learning . Jean Piaget relates cognitive, moral and emotional development. According to him, cognitive and emotional development show parallel developments, with cognition providing the structure and emotion the energy of development. Just as children go through stages of cognitive development, they also demonstrate emotional development and understand new emotional expressions and experiences that are characteristics of different developmental levels. Although my presence or that of the teachers may have caused a bias in the child's natural behavior, I was able to see his reaction to his reaction when he threw the die aggressively out of frustration and when he noticed the presence like an adult, he quickly apologized and smiled. Vygotsky suggested that social interaction within cognitive development would first develop during socialization. This means that most individuals would watch how parents behave towards things, observing the way they talk, and then they would try to imitate them just like Subject A imitates conversation skills by discussing toy cars with which they play and identifying the colors of the car. Play and playfulness are classified into three key areas: imagination and creativity, playful exploration, problem solving and dizzying play. Dizzy play consists of rough play, uproarious humor, and language play such as that observed with Subject A as he spins around saying "woo" and announcing "wow, I'm dizzy." , expressing pure joy and a burst of physical energy release. When playing with the number of blocks, subject A is confronted with subject B, in this scenario, subject B expresses negative action by snatching subject A aggressively. Subject A handles this situation in a very emotionally respectful manner, quoting “sharing is caring,” which immediately diffuses potential conflict and encourages Subject B to return the blocks. This was an advanced development of empathy within Subject A that typically begins to develop in childhood, where the concept of "I" and "me" begins. Subject A shows an understanding not only of his own needs, but also.